Unit of competency Outline
Date retreived
23/07/2026 7:33 AM AWST
23/07/2026 7:33 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Use electronic learning materials
Use electronic learning materials
Unit of competency
National Code
CHCCS312A
CHCCS312A
State Code
D2325
D2325
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
04/02/2014
Field of Education
080905 - Practical Computing Skills
Original Release Date
04/02/2014
Nominal Hours
15
Description
DescriptorThis unit deals with the skills and knowledge required to provide basic organisation and support of learning through the use of electronic learning materialsIt involves the worker constructing and sustaining support processes to allow for learner engagement and management
Notes
Elements and Performance Criteria
1. Prepare learning environment for use of electronic materials
- 1.1 Identify and access organisation resources to support learning with electronic materials
- 1.2 Adapt and accommodate the management of learning programs to the use of electronic materials
- 1.3 Identify support mechanisms for learners
- 1.4 Organise access to electronic learning materials according to organisation requirements
- 1.5 Locate information to deal with potential contingencies
2. Support the use of electronic learning materials
- 2.1 Confirm management processes for electronic learning materials with supervisor
- 2.2 Obtain access to required technology according to individual requirements
- 2.3 Provide assistance to learners through a range of support processes
- 2.4 Use a management system to track learner progress in using electronic learning materials
- 2.5 Maintain records/checklists of learner's progress to identify any learning difficulties
3. Mentor learners' technical competencies to effectively use electronic materials
- 3.1 Use file management processes to enable the effective use of electronic learning materials
- 3.2 Use plug-ins, drivers and utility software as required to support learning activities
- 3.3 Use appropriate communication technologies in taking an electronic approach to learning
4. Support the review of the effectiveness of electronic materials
- 4.1 Obtain feedback from learners on their level of satisfaction with electronic materials using set criteria
- 4.2 Gather feedback from other stakeholders on the use of electronic materials within the organisation
- 4.3 Document identified areas for follow up or improvement and recommended changes in accordance with organisation requirements
- 4.4 Use feedback to provide reports to management and developers of electronic learning materials
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Organisation resources may include:
Equipment
Electronic resources such as cds, dvds, memory cards, software, online courses
Instruction manuals
Supervisor's instructions
Management of learning programs may include:
Introduction to new work practices
Introduction to new technology
Application of new information
Development and update of existing knowledge and skills
Development of competencies to access and use information and communication
Electronic learning materials may include:
Virtual schooling
Online courses
Learning objects
E-learning programs
Interactive software
Computer games
Organisation requirements may include:
Loan schedules
Mail schedules
Responsibility for replacement or repairs
Purchasing requirements
Materials management processes packaging
Communication procedures
Ordering processes
Contingencies may include
Technological failure
Inaccurate or irrelevant electronic content
Difficulty of content within electronic materials
Insufficient dedicated time available
Management/business priorities taking precedence
Differing hardware/software profiles
Support processes for learners may include:
Communication with support staff
Online tutor/facilitator
Workplace mentor/coach/buddy
Technical experts/help desk
Learning/assessment partners
Print-based materials
Off-site learning environment
Communication technologies may include:
Email
Teleconferences
Discussion boards
File transfer protocol
Set criteria may relate to:
Content
Presentation
Technologies
Team outcomes
Personal outcomes
Organisation outcomes
Stakeholders may include:
Management
HR personnel
Teachers
Learners/students
Support services
Others in workgroups/teams
Host school
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Organisation resources may include:
Equipment
Electronic resources such as cds, dvds, memory cards, software, online courses
Instruction manuals
Supervisor's instructions
Management of learning programs may include:
Introduction to new work practices
Introduction to new technology
Application of new information
Development and update of existing knowledge and skills
Development of competencies to access and use information and communication
Electronic learning materials may include:
Virtual schooling
Online courses
Learning objects
E-learning programs
Interactive software
Computer games
Organisation requirements may include:
Loan schedules
Mail schedules
Responsibility for replacement or repairs
Purchasing requirements
Materials management processes packaging
Communication procedures
Ordering processes
Contingencies may include
Technological failure
Inaccurate or irrelevant electronic content
Difficulty of content within electronic materials
Insufficient dedicated time available
Management/business priorities taking precedence
Differing hardware/software profiles
Support processes for learners may include:
Communication with support staff
Online tutor/facilitator
Workplace mentor/coach/buddy
Technical experts/help desk
Learning/assessment partners
Print-based materials
Off-site learning environment
Communication technologies may include:
Teleconferences
Discussion boards
File transfer protocol
Set criteria may relate to:
Content
Presentation
Technologies
Team outcomes
Personal outcomes
Organisation outcomes
Stakeholders may include:
Management
HR personnel
Teachers
Learners/students
Support services
Others in workgroups/teams
Host school
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Assessment requires access to a range of opportunities defined in the range Statement, including:
access to appropriate workplace and/or simulation of realistic workplace environment for assessment
relevant school/centre policy, protocols and procedures
electronic learning materials
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Assessment requires access to a range of opportunities defined in the range Statement, including:
access to appropriate workplace and/or simulation of realistic workplace environment for assessment
relevant school/centre policy, protocols and procedures
electronic learning materials
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
No information
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